i. Didactics: concept, content, aim; major figures from ancient Greece to date
ii. Teaching and learning: conceptual boundaries of terms and processes; features, relationships and differentiations; teaching and learning principles and theories
iii. Aims and objectives: setting aims and objectives; objectives (formulation, taxonomies, usefulness)
iv. Organization and conduct of teaching: methodological principles and strategies; teaching methods
v. Contemporary teaching models: models of active, passive, individualistic, collaborative-participative learning; models developing critical and constructive thinking, meta-cognitive skills and democratic processes in the classroom
vi. Organization and direction of the classroom: the social and organizational environment of the classroom; distribution of the teaching time; rules of work and behavior in the classroom; inter-personal relationships in the classroom
vii. Designing teaching: role and prerequisites of the teaching plan; the design of the hourly teaching plan
viii. Technology and didactic practice: necessity and role of technology in teaching; selection and use of teaching aids. ix. Education evaluation: definition and role of evaluation; the evaluation of students (criteria-subjective and objective tests); programme evaluation.
x. The contemporary teacher: role and effectiveness
Δερβίσης, Σ. (1998) Οι μαθητές μιας τάξης ως κοινωνική ομάδα και η ομαδοκεντρική διδασκαλία, Αθήνα, Gutenberg
Κατερέλος, Γ. (1999) Θεωρία και πράξη στην εκπαιδευτική σχέση: Κοινωνιοψυχολογική δυναμική της εκπαιδευτικής πρακτικής, Αθήνα, Ελληνικά Γράμματα.
Κοσσυβάκη, Φ. (1998) Κριτική επικοινωνιακή διδασκαλία: Κριτική προσέγγιση της διδακτικής πράξης, Αθήνα, Gutenberg
